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The traditional approach to building Bayesian networks is to build the graphical structure using a graphical editor and then add probabilities using a separate spreadsheet for each node. This can make it difficult for a design team to get an impression of the total evidence provided by an assessment, especially if the Bayesian network is split into many fragments to make it more manageable. Using the design patterns commonly used to build Bayesian networks for educational assessments, the... Show moreThe traditional approach to building Bayesian networks is to build the graphical structure using a graphical editor and then add probabilities using a separate spreadsheet for each node. This can make it difficult for a design team to get an impression of the total evidence provided by an assessment, especially if the Bayesian network is split into many fragments to make it more manageable. Using the design patterns commonly used to build Bayesian networks for educational assessments, the collection of networks necessary can be specified using two matrixes. An inverse covariance matrix among the proficiency variables (the variables which are the target of interest) specifies the graphical structure and relation strength of the proficiency model. A Q-matrix — an incidence matrix whose rows represent observable outcomes from assessment tasks and whose columns represent proficiency variables — provides the graphical structure of the evidence models (graph fragments linking proficiency variables to observable outcomes). The Q-matrix can be augmented to provide details of relationship strengths and provide a high level overview of the kind of evidence available in the assessment. The representation of the model using matrixes means that the bulk of the specification work can be done using a desktop spreadsheet program and does not require specialized software, facilitating collaboration with external experts. The design idea is illustrated with some examples from prior assessment design projects. Show less

The purpose of this study is to examine the prevalence of different workplace accommodation request strategies, the effectiveness of different request approaches, and situational and individual factors associated with different request strategies for individuals with disabilities. Common action plans of accommodation requests may vary depending on decisions about mentioning the ADA (or not) and whether a formal (or informal) request is submitted, though past literature has focused primarily... Show moreThe purpose of this study is to examine the prevalence of different workplace accommodation request strategies, the effectiveness of different request approaches, and situational and individual factors associated with different request strategies for individuals with disabilities. Common action plans of accommodation requests may vary depending on decisions about mentioning the ADA (or not) and whether a formal (or informal) request is submitted, though past literature has focused primarily on formal accommodation requests made under the auspices of the ADA. Participants (n=408) were recruited from rehabilitation agencies and organizations serving people with disabilities in the United States. The results indicated that informal requests without mentioning the ADA were found most often, followed by formal requests while not mentioning the ADA, formal requests while mentioning the ADA, and informal requests while mentioning the ADA. The odds of acquiring the requested accommodation were significantly higher, relative to other strategies, for requests made informally without mentioning the ADA. A variety of individual attributes capable of discerning when participants chose one strategy over another were observed; these included self-efficacy and outcome expectancy, negative affect, and an array of situational and personal attributes. Implications for research and practice were discussed. Show less

Acculturation and career development of international and domestic college students.

Creator

Hou, P-C. C., Osborn, Debra S., Sampson, James P.

Abstract/Description

The authors examined the relationships between career and cultural characteristics among 53 international and 54 domestic students at a large university in the southeastern United States. One-way multivariate analysis of variance results showed an overall significant difference between groups for mainstream acculturation, but not for vocational identity, dysfunctional career thoughts, goal instability, or heritage acculturation. Regression results indicated that 71% of the variance in... Show moreThe authors examined the relationships between career and cultural characteristics among 53 international and 54 domestic students at a large university in the southeastern United States. One-way multivariate analysis of variance results showed an overall significant difference between groups for mainstream acculturation, but not for vocational identity, dysfunctional career thoughts, goal instability, or heritage acculturation. Regression results indicated that 71% of the variance in vocational identity of domestic college students was explained by dysfunctional career thoughts and acculturation, whereas dysfunctional career thoughts were the only significant predictor of vocational identity for international college students. Thus, a key implication from this study is for career practitioners to address and challenge the dysfunctional thinking of all students to improve their vocational identity. Future researchers should also explore how other potential moderator variables (e.g., age, gender, race/ethnicity, parental education) may influence vocational identity, as well as include more qualitative approaches to better understand an individual’s worldview, including career and cultural characteristics. Show less

Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability.

Creator

Root, Jenny R., Browder, Diane M.

Abstract/Description

Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay.... Show moreProblem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed. Show less

An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting.

Creator

Dong, Shengli, Lucas, Margaretha

Abstract/Description

This study focused on the academic performance and use of disability support services of students with different types of disabilities who attend a post-secondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of disability support service usage. Students who requested support from Disability Support Services were more likely to demonstrate better academic performance, but relatively few students sought such... Show moreThis study focused on the academic performance and use of disability support services of students with different types of disabilities who attend a post-secondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of disability support service usage. Students who requested support from Disability Support Services were more likely to demonstrate better academic performance, but relatively few students sought such support. The authors discussed the implications for professionals in working with this population. Show less

Assessing Infusion of Social Justice in Rehabilitation Counselor: Education Curriculum.

Creator

Dong, Shengli, Ethridge, G., Oire, S., Rogers-Bonaccorsy, R.

Abstract/Description

Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method. The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the 8th Annual Rehabilitation Educators Conference hosted by the... Show morePurpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method. The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the 8th Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education (NCRE). Results. The study found that a majority of participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching. Conclusion. To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains., This study found small differences in how 59 rehabilitation counselor educators responded to the idea of integrating social justice to the rehabilitation counseling curricula. Overall, the survey showed younger academics more willing than older academics to incorporate social justice into their curriculum., For this study, the authors wanted to examine the extent to which rehabilitation counselor educators understand and are committed to social justice in their profession. In this case, social justice was defined as the equal treatment, support, and fair distribution of societal resources to all individuals, particularly the marginalized and disabled. In total, 59 responses to a survey were collected at a national conference in San Antonio, Texas. The study found that most educators acknowledged the importance of including social justice in their teaching and research work, and younger academics appeared more willing to incorporate social justice into the curriculum than older academics. The authors also discussed limitations and future directions of the study. Show less

To conduct a model-driven meta-analysis of correlational research on psychological and motivational predictors of diabetes outcomes, with adherence factors as mediators. A comprehensive literature search of published and unpublished studies located a sample of 775 individual correlational or predictive studies reported across 739 research reports. Results varied according to the outcome variable included in the regression models. Depression had a larger negative effect on adherence to... Show moreTo conduct a model-driven meta-analysis of correlational research on psychological and motivational predictors of diabetes outcomes, with adherence factors as mediators. A comprehensive literature search of published and unpublished studies located a sample of 775 individual correlational or predictive studies reported across 739 research reports. Results varied according to the outcome variable included in the regression models. Depression had a larger negative effect on adherence to physical activity than on dietary adherence. Coping and self-efficacy were strongly related to dietary adherence, which was strongly related to improved glycemic control. Medication adherence was related to glycosylated hemoglobin, whereas medications and self-monitoring were related to fasting blood glucose. Adding appointment keeping to the models did not significantly alter the results. Self-efficacy was the most consistent predictor of all adherence behaviors and dietary adherence was the most significant predictor of HbA1c. Physical activity was the most predictive factor of BMI and glucose self-monitoring the most predictive of FBG. Metabolic control is a primary goal in T2DM, so the best pathway to attaining that goal appears to be an emphasis on self-efficacy and dietary adherence. Show less

Information and communication technology (ICT) has provided unparalleled access to assessments, information, and instruction for individuals seeking to make career decisions. However, problems with the design and use of this technology can limit the effectiveness of career resources and services delivered via the Internet. The resulting challenges are described below.

Date Issued

2006

Identifier

FSU_migr_edpsy_faculty_publications-0004X

Format

Citation

Title

Challenges Raising a Gifted Child: Stress and Resilience Factors within the Family.

Creator

Renati, Robert, Bonfiglio, Natale Salvatore, Pfeiffer, Steven

Abstract/Description

The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of parents. Most studies highlight that many gifted have unique needs and vulnerabilities. Although there is limited empirical research on the... Show moreThe research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of parents. Most studies highlight that many gifted have unique needs and vulnerabilities. Although there is limited empirical research on the experience of parenting a gifted child, there is clinical and anecdotal evidence that the role presents unique parenting challenges. This article presents preliminary research data on the experiences of parenting a gifted child within the family. The authors embrace a risk and resilience model, supported by clinical data obtained from families with a gifted child seen at a leading center for gifted children in Milan., This study found that parents of gifted children in Italy confront unique challenges compared to their peers, including lack of parenting alliance, difficulties managing family routines, challenges handling sibling relationships, and less-than-adequate family communication., In this article, the authors address the gap in the literature regarding parenting challenges of gifted children. Based on a risk and resilience model, the authors used semi-structure interviews with 49 Italian parents of gifted children to identify sources of stress. Results showed that lack of parenting alliance, difficulties managing family routines, challenges handling sibling relationships, and less-than-adequate family communication were all key stressors. The implications of the findings for clinical practice were also discussed. Show less

This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation,... Show moreThis essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research. Show less

This article looks closely at two types of errors children have been shown to make with universal quantification-Exhaustive Pairing (EP) errors and Underexhaustive errors-and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at... Show moreThis article looks closely at two types of errors children have been shown to make with universal quantification-Exhaustive Pairing (EP) errors and Underexhaustive errors-and asks whether they reflect the same underlying phenomenon. In a large-scale, longitudinal study, 140 children were tested 4 times from ages 4 to 7 on sentences involving the universal quantifier every. We find an interesting inverse relationship between EP errors and Underexhaustive errors over development: the point at which children stop making Underexhaustive errors is also when they begin making EP errors. Underexhaustive errors, common at early stages in our study, may be indicative of a non-adult, non-exhaustive semantics for every. EP errors, which emerge later, and remain frequent even at age 7, are progressive in nature and were also found with adults in a control study. Following recent developmental work (Drozd and van Loosbroek 2006; Smits 2010), we suggest that these errors do not signal lack of knowledge, but may stem from independent difficulties appropriately restricting the quantifier domain in the presence of a salient, but irrelevant, extra object. Show less

Date Issued

2017-05-09

Identifier

FSU_libsubv1_wos_000409280600002, 10.5334/gjgl.166

Format

Citation

Title

Client Anticipations About Computer-Assisted Career Guidance System Outcomes.

Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to... Show moreAlthough existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to a cued and a free response survey indicated that clients' most frequent anticipations included increased career options enhanced self-knowledge, and strengthened occupational knowledge. Show less

Mixture models form an important class of models for unsupervised learning, allowing data points to be assigned labels based on their values. However, standard mixture models procedures do not deal well with rare components. For example, pause times in student essays have different lengths depending on what cognitive processes a student engages in during the pause. However, instances of student planning (and hence very long pauses) are rare, and thus it is difficult to estimate those... Show moreMixture models form an important class of models for unsupervised learning, allowing data points to be assigned labels based on their values. However, standard mixture models procedures do not deal well with rare components. For example, pause times in student essays have different lengths depending on what cognitive processes a student engages in during the pause. However, instances of student planning (and hence very long pauses) are rare, and thus it is difficult to estimate those parameters from a single student’s essays. A hierarchical mixture model eliminates some of those problems, by pooling data across several of the higher level units (in the example students) to estimate parameters of the mixture components. One way to estimate the parameters of a hierarchical mixture model is to use MCMC. But these models have several issues such as non-identifiability under label switching that make them difficultcult to estimate just using off-the-shelf MCMC tools. This paper looks at the steps necessary to estimate these models using two popular MCMC packages: JAGS (random walk Metropolis algorithm) and Stan (Hamiltonian Monte Carlo). JAGS, Stan and R code to estimate the models and model fit statistics are published along with the paper. Show less

Summarise survival of patients with resected lung cancers manifesting as part-solid nodules (PSNs). PubMed/MEDLINE and EMBASE databases were searched for all studies/clinical trials on CT-detected lung cancer in English before 21 December 2015 to identify surgically resected lung cancers manifesting as PSNs. Outcome measures were lung cancer-specific survival (LCS), overall survival (OS), or disease-free survival (DFS). All PSNs were classified by the percentage of solid component to the... Show moreSummarise survival of patients with resected lung cancers manifesting as part-solid nodules (PSNs). PubMed/MEDLINE and EMBASE databases were searched for all studies/clinical trials on CT-detected lung cancer in English before 21 December 2015 to identify surgically resected lung cancers manifesting as PSNs. Outcome measures were lung cancer-specific survival (LCS), overall survival (OS), or disease-free survival (DFS). All PSNs were classified by the percentage of solid component to the entire nodule diameter into category PSNs <80% or category PSNs ≥80%. Twenty studies reported on PSNs <80%: 7 reported DFS and 2 OS of 100%, 6 DFS 96.3-98.7%, and 11 OS 94.7-98.9% (median DFS 100% and OS 97.5%). Twenty-seven studies reported on PSNs ≥80%: 1 DFS and 2 OS of 100%, 19 DFS 48.0%-98.0% (median 82.6%), and 16 reported OS 43.0%-98.0% (median DFS 82.6%, OS 85.5%). Both DFS and OS were always higher for PSNs <80%. A clear definition of the upper limit of solid component of a PSN is needed to avoid misclassification because cell-types and outcomes are different for PSN and solid nodules. The workup should be based on the size of the solid component. • Lung cancers manifesting as PSNs are slow growing with high cure rates. • Upper limits of the solid component are important for correct interpretation. • Consensus definition is important for the management of PSNs. • Median disease-free-survival (DFS) increased with decreasing size of the nodule. Show less

Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) using the Woodcock-Johnson Tests of Cognitive Ability, Third Edition (WJ-III) with university students.

Creator

Krach, S. Kathleen, Loe, Scott, Jones, W. Paul, Farrally, Autumn

Abstract/Description

Validity studies with the Reynolds Intellectual Ability Scales (RIAS) indicate that RIAS Composite Intelligence Index (CIX) and Verbal Intelligence Index (VIX) scores have moderate to high correlation with comparable scores on other instruments. The authors of the RIAS describe the VIX scale as a measure of crystallized ability and the Nonverbal Index (NIX) as a measure of fluid ability, but no studies are available comparing the VIX and NIX scores with an established measure of these... Show moreValidity studies with the Reynolds Intellectual Ability Scales (RIAS) indicate that RIAS Composite Intelligence Index (CIX) and Verbal Intelligence Index (VIX) scores have moderate to high correlation with comparable scores on other instruments. The authors of the RIAS describe the VIX scale as a measure of crystallized ability and the Nonverbal Index (NIX) as a measure of fluid ability, but no studies are available comparing the VIX and NIX scores with an established measure of these abilities. And, no studies specifically addressed the utility of the RIAS with a university population. The current study examined RIAS scores of university students in comparison to scores on the Woodcock-Johnson Tests of Cognitive Ability, Third Edition (WJ-III). Consistent with previous studies, there were moderate to high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores. Show less

Counseling Gifted Children in Singapore: Implications for Evidence-Based Treatment with a Multi-Cultural Population.

Creator

Yeo, Lay See, Pfeiffer, Steven I.

Abstract/Description

Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting... Show moreGifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting scholar and his discussions with personnel at the Singapore Education Ministry’s GE Branch and interactions with local teachers and parents of gifted children. Drawing on the published wisdom of clinical experts and the second author who have provided counseling for gifted children, and the first author’s knowledge about Asian culture and educational context in Singapore, the article proposes an evidence-based counseling model that could serve the needs of gifted children in Singapore and possibly other Asian countries., This article overviews research on gifted children in Singapore, and proposes an evidence-based counseling model that is based on theory and also culturally relevant to Asian populations., This article aims to add to the research literature on Singapore’s gifted children population, which is not widely studied. In addition to drawing from clinical research, the authors use their own expertise on Asian culture and on gifted children to propose an evidence-based counseling model that is not only theoretically sound, but locally relevant. Show less

Cross-cultural analysis of HPT: An empirical investigation of HPT competencies in the workplace in the United States and South Asia.

Creator

Vadivelu, Ramaswamay N., Klein, James D.

Abstract/Description

Recent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to cope have been examined for their suitability in various cultures. However, there have been few efforts to examine the suitability and validity of HPT... Show moreRecent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to cope have been examined for their suitability in various cultures. However, there have been few efforts to examine the suitability and validity of HPT competencies in cross-cultural settings. This exploratory study investigates the application of HPT competencies across two regions of the world. On the basis of a survey of more than 100 industry professionals, we obtained data indicating the frequency of application of a set of core HPT competencies in the United States and South Asian regions. Findings revealed significant differences between how practitioners in these two regions apply performance analysis, cause analysis, and intervention design and development competencies. Results suggest that cultural differences might be affecting how practitioners in these regions are applying HPT. Possible areas for future studies are discussed., In this study, the application of human performance technology (HPT) competencies across U.S. and South Asian regions was examined. Survey responses from over 100 industry professionals were used to observe the frequency and application of HPT. There were significant differences between how professionals in each region apply HPT competencies. Results suggest HPT practitioners from South Asia may be involved in more generic human resource job roles, while participants from the U.S seemed to be involved with more specific job roles, primarily dealing with training and performance improvement initiatives. Most HTP processes are based on Western values, but the authors conclude that the majority of the surveyed competencies appear to be applicable in South Asia and in the U.S. The authors suggest the differences might be due to distinctive features of U.S. and South Asia cultures., This study found significant differences between U.S. and South Asian professionals in their application of human performance technology (HPT) competencies, which the authors speculate is due to significant cultural differences between these two regions. Show less

In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and / or languages. Beyond merely describing procedures for linguistic translations,... Show moreIn 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and / or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests Show less

In Education (as in many other fields) it is common to create complex systems to assess the state of latent properties of individuals - the knowledge, skills, and abilities of the students. Such systems usually consist of several processes including (1) a context determination process which identifies (or creates) tasks - contexts in which evidence can be gathered,|(2) an evidence capture process which records the work product produced by the student interacting with the task, (3) an evidence... Show moreIn Education (as in many other fields) it is common to create complex systems to assess the state of latent properties of individuals - the knowledge, skills, and abilities of the students. Such systems usually consist of several processes including (1) a context determination process which identifies (or creates) tasks - contexts in which evidence can be gathered,|(2) an evidence capture process which records the work product produced by the student interacting with the task, (3) an evidence identiffication process which captures observable outcome variables believed to have evidentiary value, and (4) an evidence accumulation system which integrates evidence across multiple tasks (contexts), which often can be implemented using a Bayesian network. In suchsystems, aws may be present in the conceptualization, identification of requirements or implementation of any one of the processes. In later stages of development, bugs are usually associated with a particular task. Tasks which have exceptionally high or unexpectedly low information associated with their observable variables may be problematic and merit further investigation. This paper identifies individuals with unexpectedly high or low scores and uses weight-of-evidence balance sheets to identify problematic tasks for follow-up.We illustrate these techniques with work on the game Newton's Playground : an educational game designed to assess a stu- dent's understanding of qualitative physics Show less

Date Issued

2013-01-01

Identifier

FSU_libsubv1_scholarship_submission_1472579448

Format

Citation

Title

Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective.

Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned... Show moreSix beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves. Show less

Date Issued

2009

Identifier

FSU_migr_edpsy_faculty_publications-0003, 10.1080/08878730902951445

Format

Citation

Title

Development of Professional Identity for Counseling Professionals: A Mindfulness-Based Perspective.

Creator

Dong, ShengLi, Miles, Linda, Abell, Neil, Martinez, Jadelyn

Abstract/Description

Professional identity development(PID), which involves transformational learning,is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning;however,limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains... Show moreProfessional identity development(PID), which involves transformational learning,is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning;however,limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included. Show less

Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG; Elliot & Gresham, 2008). Correlational, regression, ROC, and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math respectively. Respective subscales were all statistically significantly correlated with one another. In addition... Show moreResearchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG; Elliot & Gresham, 2008). Correlational, regression, ROC, and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair (Compton et al., 2010). ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor (Compton et al., 2010). In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios (Compton et al., 2010); all estimates for this fell within the targeted range. Show less

Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e., speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when... Show morePrevious research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e., speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognition. Findings indicate that the personality trait of Openness is a positive predictor of reading fluency ability; whereas, a significant negative relationship was found between Neuroticism and Reading Fluency. This information may help determine contributing factors in reading fluency problems and aid in intervention planning. Show less

Although extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (19962015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to... Show moreAlthough extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (19962015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to the use of gain score analysis on pretest-posttest data as well as the presence of control group superiority over the exercise group on baseline cognitive measures. To improve accuracy of causal inferences in this area, analysis of covariance on pretest-posttest data is recommended under the assumption of group equivalence. Important experimental procedures are discussed to maintain group equivalence. Show less

Although extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (1996-2015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to... Show moreAlthough extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (1996-2015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to the use of gain score analysis on pretest-posttest data as well as the presence of control group superiority over the exercise group on baseline cognitive measures. To improve accuracy of causal inferences in this area, analysis of covariance on pretest-posttest data is recommended under the assumption of group equivalence. Important experimental procedures are discussed to maintain group equivalence. Show less

What is the best way to teach someone how to write an effective résumé? A workshop format was used to teach college students the skills needed to write a successful résumé. Archival data consisting of student résumés and rubric score sheets were used to determine the effectiveness of a résumé-writing workshop by using a pre–post design evaluating student résumés. The authors used a rubric to produce quantitative data for comparison purposes. Participants’ post workshop résumé rubric scores... Show moreWhat is the best way to teach someone how to write an effective résumé? A workshop format was used to teach college students the skills needed to write a successful résumé. Archival data consisting of student résumés and rubric score sheets were used to determine the effectiveness of a résumé-writing workshop by using a pre–post design evaluating student résumés. The authors used a rubric to produce quantitative data for comparison purposes. Participants’ post workshop résumé rubric scores were significantly higher than their scores were before attending the workshop. The authors offer possible explanations for the results and make suggestions for future research. Show less

Date Issued

2012-09-10

Identifier

FSU_libsubv1_scholarship_submission_1522165309_3a03086e

Format

Citation

Title

The Effect of Brief Staff-Assisted Career Service Delivery on Drop-In Clients.

Brief­staff­assisted career counseling services based on Cognitive Information Processing theory were evaluated via 138 drop­in clients who completed pre­post ­interventions on self­report measures of knowledge about next steps, confidence in making next steps, and feelings of anxiety about their career concern. Significant changes occurred in each dimension, and were significantly associated with the quality of career advisor interaction. Participants rated the experience as highly positive.... Show moreBrief­staff­assisted career counseling services based on Cognitive Information Processing theory were evaluated via 138 drop­in clients who completed pre­post ­interventions on self­report measures of knowledge about next steps, confidence in making next steps, and feelings of anxiety about their career concern. Significant changes occurred in each dimension, and were significantly associated with the quality of career advisor interaction. Participants rated the experience as highly positive. Decreases in anxiety were unrelated to the intervention. Implications include that a brief­service delivery model yields positive outcomes for many, but require adjustments in organizational culture, the physical environment, practitioner approaches, and client expectations. Future research should examine relational variables related to decreased anxiety with a brief service delivery model, the degree to which this approach works with specific career needs, and client attributes leading to successful versus non­successful outcomes with this model. Show less

Date Issued

2016-06-01

Identifier

FSU_libsubv1_scholarship_submission_1460558406, 10.1002/cdq.12050

Format

Citation

Title

The effect of olfactory ovulation cues on males' attention allocation and perception of exertion.

The purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE),... Show moreThe purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE), attention allocation, heart rate (HR), and skin conductance response (SCR). Multivariate analysis did not reveal significant differences among the groups. However, as task duration increased, small to large effect sizes (Cohen's d; d = .13 - .60) emerged between the ovulation and both the control and placebo groups for HR, SCR, and attention allocation. Effect size magnitude suggests female ovulation cues may have a delayed effect on males' attention and RPE during an exertive task. Future research should focus on alternative methods of collection and distribution of olfactory ovulation cues. To increase ecological validity, research also needs to test these effects by means of diverse tasks and settings (aerobic tasks, team tasks). Show less

Date Issued

2013

Identifier

FSU_migr_edpsy_faculty_publications-0004

Format

Citation

Title

Effects of a Supportive Audience on a Handgrip Squeezing Task in Adults.

The role of social facilitation by way of audience effect in select exercise-related variables during an isometric handgrip task was assessed using a mixed design. Fifty three moderately active participants (M= 21.76 ± 5.27) were recruited from the Midwestern United States. Participants were randomly assigned to one of two groups: supportive audience or control. Audience members provided positive verbal encouragement to participants in the experimental condition throughout the task... Show moreThe role of social facilitation by way of audience effect in select exercise-related variables during an isometric handgrip task was assessed using a mixed design. Fifty three moderately active participants (M= 21.76 ± 5.27) were recruited from the Midwestern United States. Participants were randomly assigned to one of two groups: supportive audience or control. Audience members provided positive verbal encouragement to participants in the experimental condition throughout the task performance. Participants in the control group performed the task in the absence of an audience and did not receive any verbal encouragement. Participants provided anxiety ratings pre- and post-task using the State-trait anxiety inventory for adults (STAI). Participants' ratings of perceived exertion (RPE) and heart rate (HR) were monitored and assessed at 30-second intervals. Upon task completion, sustained effort in the form of time on task was recorded in seconds. A repeated measures analysis of variance (RM ANOVA) revealed that there was a time effect within groups of HR = ( F(2.64, 131.85) = 189.3, p <0.001) and within groups of RPE = (F(2.97, 139.42) = 2189.43 p <0.001). An independent sample T-test revealed significant differences in HR at 0, 30 and 60 seconds between the groups. An independent sample T-test revealed no significant differences in anxiety and RPE between the groups. These results partially support the notion of social facilitation and may have implications for research and practice. Show less

Date Issued

2017-12-01

Identifier

FSU_pmch_29399254, PMC5786263, 29399254, 29399254

Format

Citation

Title

The Effects Of Using Mobile Devices On Student Achievement In Language Learning: A Meta-analysis.

Creator

Cho, Kyunghwa, Lee, Sungwoong, Joo, Min-Ho, Becker, Betsy Jane

Abstract/Description

The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in... Show moreThe use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed. Show less

Date Issued

2018-09-01

Identifier

FSU_libsubv1_wos_000445338600015, 10.3390/educsci8030000

Format

Citation

Title

The Efficacy of the POMDP-RTI Approach for Early Reading Intervention.

Creator

Almond, Russell, Tokac, Umit

Abstract/Description

A POMDP is a tool for planning: selecting a policy that will lead to an optimal outcome. Response to intervention (RTI)is an approach to instruction, where teachers craft individual plans for students based on the results of progress monitoring tests. Current practice assigns students into tiers of instruction at each time point based on cutscores on the most recent test. This paper explores whether a tier assignment policy determined by a POMDP model in a RTI setting offer advantages over... Show moreA POMDP is a tool for planning: selecting a policy that will lead to an optimal outcome. Response to intervention (RTI)is an approach to instruction, where teachers craft individual plans for students based on the results of progress monitoring tests. Current practice assigns students into tiers of instruction at each time point based on cutscores on the most recent test. This paper explores whether a tier assignment policy determined by a POMDP model in a RTI setting offer advantages over the current practice. Simulated data sets were used to compare the two approaches; the model had a single latent reading construct and two observed reading measures: Phoneme Segmentation Fluency (PSF) for phonological awareness and Nonsense Word Fluency (NWF) for phonological decoding. The two simulation studies compared how the students were placed into instructional groups using the two approaches, POMDP-RTI and RTI. This paper explored the efficacy of using a POMDP to select and apply appropriate instruction. Show less

Date Issued

2016-06-25

Identifier

FSU_libsubv1_scholarship_submission_1472577282

Format

Citation

Title

Ethical Issues Associated with Information and Communication Technology in Counseling and Guidance.

Creator

Sampson, James P., Makela, Julia Panke

Abstract/Description

For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article... Show moreFor more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services., This article reviewed the literature on information and communication technology and how it is used in counseling and guidance practice. Issues were organized in terms of social equity, resources, and services. The authors discussed these issues in relation to ethical, credential, and accreditation standards. Finally, the authors pointed out the need for additional standards, training, and research on rapidly changing technologies and how they can be used ethically and effectively to enhance client services. Show less

Date Issued

2014

Identifier

FSU_migr_edpsy_faculty_publications-0008, 10.1007/s10775-013-9258-7

Format

Citation

Title

Evaluating the Impact of Guessing and Its Interactions With Other Test Characteristics on Confidence Interval Procedures for Coefficient Alpha.

Creator

Paek, Insu

Abstract/Description

The effect of guessing on the point estimate of coefficient alpha has been studied in the literature, but the impact of guessing and its interactions with other test characteristics on the interval estimators for coefficient alpha has not been fully investigated. This study examined the impact of guessing and its interactions with other test characteristics on four confidence interval (CI) procedures for coefficient alpha in terms of coverage rate (CR), length, and the degree of asymmetry of... Show moreThe effect of guessing on the point estimate of coefficient alpha has been studied in the literature, but the impact of guessing and its interactions with other test characteristics on the interval estimators for coefficient alpha has not been fully investigated. This study examined the impact of guessing and its interactions with other test characteristics on four confidence interval (CI) procedures for coefficient alpha in terms of coverage rate (CR), length, and the degree of asymmetry of CI estimates. In addition, interval estimates of coefficient alpha when data follow the essentially tau-equivalent condition were investigated as a supplement to the case of dichotomous data with examinee guessing. For dichotomous data with guessing, the results did not reveal salient negative effects of guessing and its interactions with other test characteristics (sample size, test length, coefficient alpha levels) on CR and the degree of asymmetry, but the effect of guessing was salient as a main effect and an interaction effect with sample size on the length of the CI estimates, making longer CI estimates as guessing increases, especially when combined with a small sample size. Other important effects (e.g., CI procedures on CR) are also discussed. Show less

Examining the Relationship between Mindfulness and Multicultural Counseling Competencies in Counselor Trainees.

Creator

Campbell, Amanda, Rademacher Vance, Stacy, Dong, ShengLi

Abstract/Description

This exploratory study examined the relationship between mindfulness and multicultural counseling competencies(MCC) in counselor trainees. One hundred fifty-seven masters and doctoral students in counseling and therapy-related fields completed a survey containing the Multicultural Counseling Inventory (MCI), Five-Facet Mindfulness Questionnaire (FFMQ), and the Acceptance and Action Questionnaire-II (AAQ-II). Pearson product-moment correlation coefficients were calculated between scales and... Show moreThis exploratory study examined the relationship between mindfulness and multicultural counseling competencies(MCC) in counselor trainees. One hundred fifty-seven masters and doctoral students in counseling and therapy-related fields completed a survey containing the Multicultural Counseling Inventory (MCI), Five-Facet Mindfulness Questionnaire (FFMQ), and the Acceptance and Action Questionnaire-II (AAQ-II). Pearson product-moment correlation coefficients were calculated between scales and subscales of the MCC, mindfulness,and acceptance. A hierarchical regression was used to examine the association of mindfulness and mindfulness practices (the total length of mindfulness practice and the duration of mindfulness practice weekly) on MCC along with multicultural training (number of multicultural counseling courses and practica completed) and demographic variables. The results of the study showed that mindfulness and MCC scales were positively and strongly correlated (r= .48,p< .01). Moreover, all mindfulness facets were positively and significantly correlated with MCC and majority of its subscales. In addition, mindfulness and mindfulness practices contributed a significant amount of additional variance on MCC and its subscales above and beyond the multicultural training and demographic variables. The results of this study highlight the potential benefits of utilizing mindfulness techniques when teaching MCC in counselor trainees. Show less

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported... Show moreSupervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes. Show less

Date Issued

2016-07

Identifier

FSU_libsubv1_wos_000382129500005, 10.1017/jrc.2016.2

Format

Citation

Title

Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success.

Creator

Sampson, James P., Hooley, Tristram, Marriot, John

Abstract/Description

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely "ready" for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a... Show moreThis paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely "ready" for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people's readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people's careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people's academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people's career and life success? Show less

Date Issued

2011

Identifier

FSU_migr_edpsy_faculty_publications-0008X

Format

Citation

Title

Fostering Counseling Students’ Career Information Literacy Through a Comprehensive Career Web Site.

Creator

Zalaquett, Carlos P., Osborn, Debra S.

Abstract/Description

Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a... Show moreCounseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a significant gain in perceived self‐knowledge as well as in actual knowledge of career information. Ways of using the career Web site to improve students' knowledge of online career resources are explored. Show less

Group 2: Career Techniques and Assessments from an International Perspective: Career Techniques and Assessments from an International Perspective.

Creator

Osborn, Debra S., Lenz, Janet G.

Abstract/Description

Career assessments are a primary tool of career counselors. This article summarizes three expert presentations and comments from a discussant group from several countries on the theme “Techniques and Assessment,” which were part of the 2010 NCDA/IAEVG/SVP International Symposium in San Francisco, California. Group participants identified two goals related to the topic, including: a) creating a joint statement on the use of assessments and b) to identify the best practices related to career... Show moreCareer assessments are a primary tool of career counselors. This article summarizes three expert presentations and comments from a discussant group from several countries on the theme “Techniques and Assessment,” which were part of the 2010 NCDA/IAEVG/SVP International Symposium in San Francisco, California. Group participants identified two goals related to the topic, including: a) creating a joint statement on the use of assessments and b) to identify the best practices related to career assessments. In addition, group members identified relevant resources and strategies for addressing these two goals. Show less

Date Issued

2010-06-28

Identifier

FSU_libsubv1_scholarship_submission_1522439582_17fb5e11

Format

Citation

Title

A Guide to Quantitative and Qualitative Dissertation Research.

Creator

Sampson, James P.

Abstract/Description

This book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four... Show moreThis book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four checklists for completing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript. Show less

Date Issued

2012

Identifier

FSU_migr_edpsy_faculty_publications-0001-c

Format

Set of related objects

Title

The Impact of Multiple Endpoint Dependency on Q and I^2 in Meta-analysis.

Creator

Becker, Betsy Jane, Thompson, Christopher

Abstract/Description

A common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included... Show moreA common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included different overall outcome effects, study sample sizes, numbers of studies, between-outcomes correlations, dependency structures, and ways of computing the correlation. The univariate approach used typical fixed-effects analyses whereas the multivariate approach used generalized least squares (GLS) estimates of a fixed-effects model, weighted by the inverse variance-covariance matrix. Increased dependence among effect sizes led to increased Type I error rates from univariate models. When effect sizes were strongly dependent, error rates were drastically higher than nominal levels regardless of study sample size and number of studies. In contrast, using GLS estimation to account for multiple-endpoint dependency maintained error rates within nominal levels. Conversely, mean I^2 values were not greatly affected by increased amounts of dependency. Last, we point out that the between-outcomes correlation should be estimated as a pooled within-groups correlation rather than using a full-sample estimator which does not consider treatment/control group membership. Show less

Date Issued

2014

Identifier

FSU_migr_edpsy_faculty_publications-0006, 10.1002/jrsm.1110

Format

Citation

Title

Impacts of School Structural Factors and Student Factors on Employment Outcomes for Youth with Disabilities in Transition: A Secondary Data Analysis.

Creator

Dong, Shengli, Fabian, Ellen, Luecking, Richard

Abstract/Description

This study aimed to examine school structural factors (i.e. free/reduced lunch percentage, proportion of minority student enrollment, and student-teacher ratio) that may contribute to employment outcomes for transitioning youth with disabilities beyond individual student factors through hierarchical linear modeling (HLM) analyses. The secondary data for 3,289 students were obtained from the Bridges from School to Work Program, and the school structural data for121 schools were drawn from the... Show moreThis study aimed to examine school structural factors (i.e. free/reduced lunch percentage, proportion of minority student enrollment, and student-teacher ratio) that may contribute to employment outcomes for transitioning youth with disabilities beyond individual student factors through hierarchical linear modeling (HLM) analyses. The secondary data for 3,289 students were obtained from the Bridges from School to Work Program, and the school structural data for121 schools were drawn from the Common Core of Data. The major types of disabilities for the student participants included learning disabilities (73.1%), emotional and behavioral disabilities (4.7%), sensory disabilities (2%), and others (20.2%). Around 41% of participants were female. The study found that employment outcomes (i.e., whether a participant secured a paid job and weekly job earnings) were primarily attributed to student individual factors rather than school structural factors, particularly prior paid work experience. The finding suggests the potential importance of effective transition interventions to improve employment outcomes for all youth with disabilities. Implications for rehabilitation professionals are discussed. Show less

This study is an investigation of students’ reasoning about integer comparisons—a topic that is often counterintuitive for students because negative numbers of smaller absolute value are considered greater (e.g., −5 > − 6). We posed integer-comparison tasks to 40 students each in Grades 2, 4, and 7, as well as to 11th graders on a successful mathematics track. We coded for correctness and for students’ justifications, which we categorized in terms of 3 ways of reasoning: magnitude-based,... Show moreThis study is an investigation of students’ reasoning about integer comparisons—a topic that is often counterintuitive for students because negative numbers of smaller absolute value are considered greater (e.g., −5 > − 6). We posed integer-comparison tasks to 40 students each in Grades 2, 4, and 7, as well as to 11th graders on a successful mathematics track. We coded for correctness and for students’ justifications, which we categorized in terms of 3 ways of reasoning: magnitude-based, order-based, and developmental/other. The 7th graders used order-based reasoning more often than did the younger students, and it more often led to correct answers; however, the college-track 11th graders, who responded correctly to almost every problem, used a more balanced distribution of order-and magnitude-based reasoning. We present a framework for students’ ways of reasoning about integer comparisons, report performance trends, rank integer-comparison tasks by relative difficulty, and discuss implications for integer instruction. Show less

Career assessments play a key role in helping individuals inform their career decisions, whether through clarifying interests, values, and skills, identifying barriers to decision making, or in expanding one's options. We have found that many career counseling clients, often within minutes of initially engaging with a career practitioner, make a statement to the effect of, "I want to take that test that will tell me what I should be." In the sections that follow, we present an argument that... Show moreCareer assessments play a key role in helping individuals inform their career decisions, whether through clarifying interests, values, and skills, identifying barriers to decision making, or in expanding one's options. We have found that many career counseling clients, often within minutes of initially engaging with a career practitioner, make a statement to the effect of, "I want to take that test that will tell me what I should be." In the sections that follow, we present an argument that career assessments should be part of the overall process of career counseling, not a standalone activity. We present a model of incorporating career assessments into the overall career counseling process, and demonstrate that model through use of a case study. In addition, we discuss implications for career service practitioners - but first, we will begin with a review of the purpose/utility of career assessments. Show less

Date Issued

2015-01-01

Identifier

FSU_libsubv1_scholarship_submission_1519425455_53f0ba7a

Format

Citation

Title

Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions.

This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is... Show moreThis publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included. Show less

Career assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and... Show moreCareer assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and use of career assessments, using current ethical standards as a springboard for determining common ground and perhaps a joint statement about the value of career assessments. Show less

Investigating the Behaviors of and RMSEA in Fitting a Unidimensional Model to Multidimensional Data.

Creator

Xu, Jie, Paek, Insu, Xia, Yan

Abstract/Description

It has been widely known that the Type I error rates of goodness-of-fit tests using full information test statistics, such as Pearson's test statistic χ and the likelihood ratio test statistic , are problematic when data are sparse. Under such conditions, the limited information goodness-of-fit test statistic is recommended in model fit assessment for models with binary response data. A simulation study was conducted to investigate the power and Type I error rate of in fitting unidimensional... Show moreIt has been widely known that the Type I error rates of goodness-of-fit tests using full information test statistics, such as Pearson's test statistic χ and the likelihood ratio test statistic , are problematic when data are sparse. Under such conditions, the limited information goodness-of-fit test statistic is recommended in model fit assessment for models with binary response data. A simulation study was conducted to investigate the power and Type I error rate of in fitting unidimensional models to many different types of multidimensional data. As an additional interest, the behavior of RMSEA was also examined, which is the root mean square error approximation (RMSEA) based on . Findings from the current study showed that and RMSEA are sensitive in detecting the misfits due to varying slope parameters, the bifactor structure, and the partially (or completely) simple structure for multidimensional data, but not the misfits due to the within-item multidimensional structures. Show less

This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine these relations. We tested three models, obtaining a model with good fit to the data. We found evidence that both the pretest and the in-game measure of student performance significantly predicted learning outcome, while the in-game measure of... Show moreThis study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine these relations. We tested three models, obtaining a model with good fit to the data. We found evidence that both the pretest and the in-game measure of student performance significantly predicted learning outcome, while the in-game measure of performance was predicted by pretest data, frustration, and engaged concentration. Moreover, we found evidence for two indirect paths from engaged concentration and frustration to learning, via the in-game progress measure. We discuss the importance of these findings, and consider viable next steps concerning the design of effective learning supports within game environments. Show less

What is that intangible force that makes some classrooms positively buzz with interest, attention, and excitement about learning? While motivation can't easily be quantified, few would dispute its essential role in promoting academic engagement and achievement. This uniquely practical book is the first how-to guide on motivating students in grades K-3. Presented are research-based strategies and techniques that are brought to life in three extended case studies of highly successful motivators... Show moreWhat is that intangible force that makes some classrooms positively buzz with interest, attention, and excitement about learning? While motivation can't easily be quantified, few would dispute its essential role in promoting academic engagement and achievement. This uniquely practical book is the first how-to guide on motivating students in grades K-3. Presented are research-based strategies and techniques that are brought to life in three extended case studies of highly successful motivators. Vividly demonstrating how these exemplary teachers flood their classrooms with motivation, the book provides inspiration and practical ideas that readers can implement in their own work. It also guides teachers in recognizing and avoiding key pitfalls--the attitudes, instructional methods, and classroom management approaches that may inadvertently undermine student motivation. Show less